The state's approval process for teacher preparation programs should hold programs accountable for the quality of the teachers they produce. This goal was reorganized in 2021.
Minimum Standards of Performance: Florida has set and made public minimum standards of performance for programs. The state applies a specific cut-off score for placement rates, retention rates, student performance, evaluations of completers, and, in some cases, production of completers in critical shortage areas.
Program Accountability: Florida holds programs accountable for meeting minimum standards of performance. The state requires programs to meet cut-off scores for continued program approval. Programs that do not meet established scores will be denied approval.
State Report Cards: Florida publishes annual program performance reports showing the data the state has collected on individual teacher preparation programs and the programs' performance against the state's standards. The state also publishes program ratings on the report cards.
Program Approval Process: Florida maintains full authority over teacher preparation program approval. The state also conducts its own program reviews.
Florida State Board of Education Administration Rules 6A-5.066 Florida Statute Title XLVIII K-20 Education Code 1004.04 Annual Program Performance Reports https://www.florida-eipep.org/report/EducatorPrep Summary and Analysis of Program Performance (January 2020) http://www.fldoe.org/core/fileparse.php/7502/urlt/19TeacherPrepReport.docx
As a result of Florida's strong policies on reporting teacher preparation accountability data and holding preparation programs to meaningful standards based on data, no recommendations are provided.
Florida recognized the factual accuracy of this analysis.
1D: Program Reporting Requirements
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.